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Level
English 20-1 20-1
Macbeth Unit Length of Unit EIGHT 2HR40MIN CLASSES
AMY HYCHA
Teacher
Overview/Rationale 3
Resources/Materials 4
GLOs/SLOs 5
Calendar 6
Lesson Plans 7 - 22
Assignment/Activity Handouts 23 - 44
Quizzes/Tests 44 - 56
3
OVERVIEW/RATIONALE
This English 20-1 unit will be a drama study based off of William Shakespeares popular tragedy, Macbeth. The unit
will consist of eight 2 hour and 40 minute classes, over the span of two weeks at Central Catholic High School. The
recurring course theme of fear will be presented and demonstrate in the text, and provide the students with the needed
information to conduct a formal analysis of the text, while gaining the knowledge to understand the 1500 century English
language.
This unit is taught will the intention to illustrate to the students the importance of the history behind the English
language and English literature, while gaining respect for the way that the English language has transformed. Throughout
the course of this unit, students will be able to do each of the following:
A. Confidently read a Shakespearean text aloud.
B. Incorporate literary quotation in prose writing.
C. Draft a literary response journal and write a personal response paper.
D. Identify literary techniques and explain meaning (ex. Metaphor, simile, personification, symbol, motif, pathetic,
fallacy, comic, relief, pathos, irony)
E. Present a short lecture on a key aspect of the play in modern language, while demonstrating the ability to write a
script and work collaboratively with other students.
F. Find modern connections to Shakespeare's work, and analyze accordingly.
These outcomes will be assessed periodically throughout the unit, and weighted accordingly formally and
summatively to the students final grade.
The six strands of language arts are prevalent in this unit. They are demonstrated, but not limited to the following:
Listening - Understanding the spoken language of Shakespeare, while gaining a new perspective of how
the English language has transformed. Listening to others reading and class discussions, the films, the
Macbeth rap by Mr. Z, along with others.
Speaking - Communicating ideas through oral language; participating in class discussions/small group
activities, reading the play out loud, tossing lines activity.
Reading - Understanding the written language of Shakespeare, by reading the play, but also introducing
the students to multiple forms of the text to expand their understanding to an even greater extent.
Writing - Communicating through the written language, while solidifying key concepts and expanding
individual vocabulary. This can be demonstrated in the daily journal prompts, group quizzes, writing stage
directions and a script, creating text screenshots of Macbeth and Lady Macbeth, Tweets of scene 5, etc.
Viewing - Understanding visual components of Shakespeare, and finding a connection to the spoken and
written words displayed in the text. This can be achieved through the film, watching classmates partake in
presentations, etc.
Representing - Presenting information through the other five strands, and demonstrate and understanding
of the connection they serve to one another. This can be conducted in the students acting out specific
scenes. Summatively for the Mucking with Macbeth project on Act V, and also formatively throughout
the text when student volunteers are needed to read aloud/act specifi scenes.
4
RESOURCES/MATERIALS
GLO SLO
CALENDAR
-Shakespearean Insults (10 -Read Act 1 (scene 1-3) (60 -Finish watching video on - Macbeth Rap -Time warp for scene 3
min) min) Act 1 (30 min) - Ask for student (Macbeth/Lady M text
-revisit students choices on volunteers to read screenshots)
- Discuss the plot actors/actresses have aloud and/or listen to
- Read Macbeth summary they changed since watching Itunes record -Read Act 4 (60 min+)
to set the mood for the -Group Quiz #1 (30 min) - read/listen to portion
unit ask students to create -Video Act 4 (30 min)
-Read Act 1 (scenes 4-7) (60 their own verse
All the stuff you need to min) -Read Act 2 (60+ min) -Character Sketch (60 min)
know (60 min) -Read Act 3 (60+ min
-Soliloquy (Scene 7)
- Macbeth family tree (who -Group Quiz #3 (30 min)
is who) -Stage Directions (scene 1&2)
-purpose, lack of in -Video (Act 2) (30 min) -Video (Act 3) (30 min)
- Group Game on handout Shakespeare why (?)
- have students create stage
directions for scene
-Begin reading Act 1
-Quiz #2 (Act 1) (30 min)
-Video (Act 1)
- ask students to choose
actors/actresses they would
like to see in the film
-Hot Seat
LESSON PLANS
8
LEARNING OBJECTIVES
PROCEDURE
Introduction Time
Body Time
9
Sources from William Shakespeares lifetime spell his last name in more
than 80 different ways, ranging from Shappere to Shaxberd.
Shakespeares plays contain 200 references to dogs and 600 references to birds. 20 min
Quotes thou she be but little she is fierce.. Midsummers Night (my Mantra)
Ask if students know any other popular ones 15 min
Let her sleep
When words fail, music speaks
They know how to read text talk, they can learn to read old english how our
language has evolved
Shakespeare OR Rapper
Kahoot +answer sheet below
OR ppt (google drive)
Shakespeare vocab
Hand out, one to each student
Ask them, within their groups, go through and highlight the words they do
know!
After several minutes, ask for students to share
10
Conclusion Time
Finish class with a riddle, give 5 minutes at the end (Google Drive) 5mins
Attempt to have them related to daily lesson
Student who guesses correctly gets a Jolly Rancher
Assessment
PROCEDURE
Introduction Time
Body Time
Encourage the students to take notes that will benefit them as we read,
Teacher notes inside Teacher Copy of Macbeth
Go over notes once students have completed their readings
SCENE 5: LISTEN
Reading letter from Macbeth
She does not believe her husband can conduct this crime
What type of marriage is this?
SCENE 6: SKIP
Play love game
How many time is love said?
Purpose? Prepare for the dark that is about to happen
SCENE 7: LISTEN
Discuss soliloquy
Famous examples
Stage directions
Compare the number of stage directions, to pages/lines
http://www.opensourceshakespeare.org/views/plays/ch
aracters/charlines.php?CharID=xxx&WorkID=macbeth
Chat about the lack of stage directions and the
freedom/constraints that would have put on the actors
QUESTION: What was Shakespeare's intentions/purpose for the
lack of stage directions
Ask the students to complete stages directions for scene 7
hand in for completion
Could be completed in pairs/small groups
Conclusion Time
Assessment
Quiz #1 (summative)
Stage Directions for scene 7 (formative)
2.3.3 Appreciate the effectiveness and artistry of print and nonprint texts
a. use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a varie ty of text forms
4.1.2 Consider and address form, structure and medium
d. understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate
http://education.library.ubc.ca/files/2011/06/11Janice-Son-Manifestations-of-Macbeth.pdf (resource)
PROCEDURE
Introduction Time
Body Time
SCENE 1:
How goes the night? modern how goes it?
FOCUS:
Mood in beginning
eerie (Banquo cant sleep, no stars out, floating dagger)
Fear of Macbeths
Dagger hallucination caused by stress from battle w/ conscious
Uncertain about killing Duncan, disturbed
Build Atmosphere, tension
Prepares for Macbeths hysteria in next scene
Have students read this on their own (could be for homework depending where this falls), &
be prepared to get into groups and present the dagger speech in its own creative way.
Pg 71 line 41
One person does the actions, while another reads the text. The rest of the group
helps to direct and choreograph the scene. What is Macbeths state of mind?
The group must decide whether or not the audience sees a real knife or
not. (Be creative with props.)
Each group must get the class to imagine what the set and costumes are like in the
scene.
Ask: What purpose does the scene between Macbeth and Banquo serve?
How do we know Banquo is suspicious of Macbeth?
Performing the dagger speech
Have a few groups perform their scene. Encourage the audience to ask
questions about the way the scenes are performed. What is Macbeths
state of mind as he goes off to kill Duncan?
There are many ways to perform this scene. Each performance implies a
different interpretation, and that is okay.
OR
Listen, specifically to Macbeths soliloquy
SCENE 2:
15
LISTEN
FOCUS:
Tension between Macbeths
Why Lady M didnt kill IRONY
Becoming unstable
Macbeth voice cry = conscious, remorse
BLOOD: on hands HYPERBOLE
Water clears of deed ALLUSION
PATHOS: Lady M attacking his manhood belittling him
FOCUS:
Porter provides comic relief (paves way for diff. Kind of excitement)
PUN: rough night line 66
PATHETIC FALLACY: nature is in sympathy of the characters
ALLITERATION: Horror line 69
Lady M fainting normal reaction or faking to draw away attention
Donalbain: throne
FOCUS:
Dramatic purpose scene claims the rising tension but also increases eeriness of
Duncans death
Assessment
LEARNING OBJECTIVES
PROCEDURE
Introduction Time
Body Time
Wants him dead all his current problems are b/c of him, but cant do it
himself
Determined, excessive pride, it is coming naturally to him
Assessment
LEARNING OBJECTIVES
PROCEDURE
Introduction Time
Body Time
PRE READ:
Falling action
Witches are making a brew b/c they have knowledge that Macbeth will
want to conjure the spirits
Supernatural mood
19
Macbeth seeks out the witches to further know what his future holds
QUESTIONS:
3 things the apparition tells M (beware Macduff, woman born,
How is M feeling after this invisible
SUMMARY:
Ross potentially trying to warn Macduffs fam about Macbeth
Lady is mad at husband for abandoning them
Increases horror of murderers
The murder contrasts the innocence and shows the depth of Macbeth evil
FILM: specifics
theme/mood dark
Thoughts about this/director's purpose
QUESTIONS:
Why was Lady macduff angry w/ her husband.
Was it justified for him to leave his family at a time like this
How has Macbeth character evolved
Who could be viewed as the character foil (continues in following scene)
SUMMARY:
Atmosphere of distrust
DRAMATIC IRONY:
Line 2: what happened to his family
16/17: thinks Macduff is there to murder him
ALLUSION: 18. Biblical lamb
BLOOD: 36
Macduff wants nothing to do w/ anything dark
20
QUESTION:
CHARACTER FOIL Malcolm (167), king of England (199)
Group challenge: who can find CF first + reasoning
Small debate as to WHY
Hot Seat (Google Drive Act 4): viewpoint of a servant before the murder of Macduffs son
took place
Assessment
LEARNING OBJECTIVES
PROCEDURE
Introduction Time
21
Body Time
BEFORE It may be beneficial to have the class read this scene before (homework) so that they are
aware of the scene they are signing themselves up for.
Do not tell them why/what they are doing. To eliminate them from finding a
translated script beforehand on the internet
SCENE 2/3 Revenge, men will die for their country and the restoration of order (CHAIN OF
BEING too late)
Macbeth is described as; mad (by those who hate him), valiant fury (those who do
not hate)
He is not scared still believes he will prevail (witches prophecies)
Courage (36) Ill fight
Still being a jerk to those working for him
Beginning to worry
What is left in his life honor, love, friends
Lady M cure her
Increase of dramatic pace end is near
Action time
ANTICLIMAX:
The battle is won, yet Macbeth has not been brought to justice
MACBETH
22
SUICIDE
Rather kill himself than be killed eye roll
Remorse
Manic depressive(?) mood changes or drama queen
Doesnt want to do Macduff harm
MACDUFF
Caesarian born BOOM (not born woman)
Macbeth realizes that he is not invincible
SCENE 9 VICTORY
Young Siward death died like a soldier
Assessment
Assignment/Activity Handouts
24
25
What to do:
1. In groups you will sign up for one of the selections from Act V. Below is a list of each selection along
with the number of people needed for each selection. You will want to choose a selection that fits with
the number of people you have in your group.
2. Translate your selection into contemporary English. You do not have to go line by line, word by word,
but every sentence should still be there. All of the important information must be covered.
3. Write a script for your translation. Your script must look like a script! I have provided laptops so you
can format it properly and you can print a copy out for every member of the group. Since we are
creating a more modern version of the language, we will also be creating a more modern version of the
script as well.
a) Characters a brief description of the characters in your scene. I want to know how they fit into the
scene you will be acting out, so give me a little background information about each character.
b) Setting while the setting is written for you in the play I want you to be more specific and come up with
specific choices that will add to your performance.
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c) Stage Directions when we read Shakespeare we notice that the stage directions are minimal; I want
you to add some more stage directions. Your stage directions should tell me how the lines are being said
and what kind of action is happening while the lines are being said. You are the director of this scene,
so it is up to you to create appropriate choices.
4. Act out your translated script. This will require you to actually follow the script you have written. If
you were specific in your setting your props should reflect that. As well, all of the actions that you
included you should actually act out and all of the lines need to be said. If you are short on actors use
some people twice. If you have too many actors, use extra actors as sound effects, music or drum
makers, furniture, props, trees etc. Remember that humour is always a nice touch take a light hearted
approach to your scene, but remember to stick to the story line and maintain appropriateness.
Remember that we are counting on you to teach us this act of the play, so do your best to provide clarity and
understanding!
29
There's no art
To find the mind's construction in the face:
He was a gentleman on whom I built
An absolute trust.
(Act I, Scene iv)
I hear a knocking
At the south entry: retire we to our chamber;
A little water clears us of this deed:
How easy is it, then! Your constancy
Hath left you unattended.
(Act II, Scene ii)
Tis unnatural,
Even like the deed that's done. On Tuesday last,
A falcon, towering in her pride of place,
Was by a mousing owl hawk'd at and kill'd.
(Act II, Scene iv)
My dearest coz,
I pray you, school yourself: but for your husband,
He is noble, wise, judicious, and best knows
The fits o' the season. I dare not speak
much further;
But cruel are the times, when we are traitors
And do not know ourselves, when we hold rumour
From what we fear, yet know not what we fear,
But float upon a wild and violent sea
Each way and move. I take my leave of you:
Shall not be long but I'll be here again:
Things at the worst will cease, or else climb upward
40
Angus
Scottish thanes are preparing their siege of Macbeths castle and are waiting to
meet the English force led by Malcolm.
Sample Explication:
With contempt in his voice, Angus articulates the countrys feelings toward
Macbeth, who is now considered a malicious and evil villain. The killings of Duncan,
Banquo, and Macduffs family are now openly recognized as being connected to the
Macbeth. This understanding explains why Angus sits on horseback, battle-ready,
awaiting the English force with fellow rebel thanes, who plan to lay siege to Macbeths
castle at Dunsinane. While Angus words demonstrate how far Macbeth has fallen in
character, his reference to Macbeths title hanging like a giants robe upon a dwarfish
thief highlights a clothing motifa repeated image used to emphasize how Macbeth has
not deserved the position of King of Scotland.
42
Quizzes/Tests
45
Names:_________________________________________________
1. What is the atmosphere/mood of the opening scene of the play? Explain one technique Shakespeare
uses to establish this mood. ( /2 marks)
2. List two pieces of antecedent action you feel are most important to the play. Be sure to explain
yourselves convince me. ( /2 marks)
3. Write out one example of a paradox from anywhere in this Act. Explain the inherent contradiction. (
/2 marks)
4. Find what you believe to be the most important aside spoken by Macbeth in this Act. Write out the line
numbers. Explain why its important that these particular lines are written in an aside and why you
believe them to be the most important.
( /2 marks)
5. Consider the character of Macbeth and Lady Macbeth. Despite their contrasts, Macbeth and Lady
Macbeth have many similarities. List four. ( /2 marks - 0.5 each)
46
6. Examine the interactions between Lady Macbeth and Macbeth. Consider the following question: how
are ambitions shaped by outside influences? Find and explain two pieces of evidence that develop this
question. ( /4 marks)
7. Argue and explain two reasons why the audience should have pathos for Macbeth and two reasons why
they should not. ( /4 marks)
47
Names:_________________________________________________
1. Find an example of Prose, Iambic Pentameter and Blank Verse in this act. Consider who says each
and consider the effect. Why would Shakespeare have certain characters speaking certain forms? (
/6 marks)
2. Macbeth only has one soliloquy in the entire second Act. Find it and write out the line numbers.
Summarize the thoughts he reveals in four points. ( /4 marks)
3. Search for what you believe to be the most important allusion in this act. Write out the lines. Explain the
meaning behind the reference and the importance.
( /2 marks)
48
4. Examine the blood imagery throughout this Act. Consider which three quotes you believe best
demonstrate this imagery and explain why you chose them and why you think Shakespeare would
develop such imagery. ( /4 marks)
5. We briefly discussed the Elizabethan belief in The Great Chain of Being, which suggests that God and
King are at the top of the hierarchy of life. The murder of a king would disturb the chain all the way to
the earth. Find four examples in this Act that the chain has been disturbed (put them in your own
words). ( /4 marks)
Names:_________________________________________________
1. "I have no spur to prick the sides of my intent, but only vaulting ambition, which o'erleaps itself and
falls on the other." (I.VII.25-28) Macbeth is the protagonist of this tragedy, which means he has a fatal
flaw. Examine the metaphor in this quote and explain it. Next, explain how it fits with Macbeth's own
life at this point in the play.
( /4 marks)
2. The climax of a Shakespearean tragedy is always in Act III. Find what you think is the climax of the
play and explain why you think that. ( /2 marks)
3. If Macbeth is the protagonist of this piece, who or what is the antagonist. Please explain your choice. (
/2 marks)
4. While Macbeth is the protagonist in this play, it could be said that he is an anti-hero, a protagonist who
has un-heroic qualities. Please explain this. ( /2 marks)
50
5. Find two examples of hyperbole in this Act. Be sure to explain your choices. (
/4marks)
6. Further explore the blood motif throughout the book. Blood is referenced in many different contexts
and means several different things. While blood is predominantly connected to murder, it is also
referred to in different contexts (consider even the absence of blood). Find two DIFFERENT
connections for blood. Despite their differences they may have a commonality - what is it? Why does
Shakespeare use blood in so many different ways? ( /3marks)
51
Names:_________________________________________________
1. Explain how Macbeth fulfills the elements of a classic Shakespearean tragedy. You must name each
element and give examples from the text to show the fulfillment of that element. ( /7 marks)
1)
2)
3)
4)
5)
6)
7)
2. A character foil is a character that serves by contrast to highlight or emphasize opposing traits in another
character. Name two character foils for Macbeth and explain how they act as foils for him and the effect. (
/2marks)
52
3. Looking back throughout the entire play, please find one example of each type of irony: Dramatic, Verbal
and Situational. Be sure to explain your choice. ( /6 marks)
4. A theme is a storys main point about the nature of life or the human condition. Write two full theme
statements that you think would best fit with Macbeth. ( /2marks)
53
Name:_____________________
eas are insightful and Ideas are thoughtful and Ideas are relevant and Ideas are superficial or Ideas are largely absent or
carefully considered considered demonstrating a straightforward oversimplified demonstrating irrelevant and /or do not
demonstrating a competent comprehension demonstrating a generalized a weak comprehension of the develop the topic.
omprehension of subtle of the literary topic. comprehension of the topic. topic.
stinctions in the topic.
Excellent 5 (x2) Proficient 5 (x2) Satisfactory 3 (x2) Limited (x2) Poor 1(x2)
pport is explicit, precise Support is relevant, Support is appropriate, Support is repetitive, Support is irrelevant,
d deliberately chosen to accurate and occasionally general and adequately contradictory, and/or overgeneralized and/or
force the students ideas chosen to reinforce the reinforces the students ideas, ambiguous, and may be lacking. The support, if
in an effective and students ideas in a logical but occasionally may lack inappropriate or merely a present is largely unrelated to
dicious way. A strong and clear way. A clear persuasiveness and/or restatement of what was read. any idea(s) that may be
nnection to the students connection to the students consistency. A The connection to the present.
ideas is maintained. ideas is maintained. straightforward connection to students ideas is vague
the students ideas is and/or unclear.
maintained.
Literary device is Literary device is accurate Literary device is general and Literary device is Literary device is irrelevant,
deliberately chosen to and occasionally chosen to adequately reinforces the contradictory, and/or and/or lacking. It is largely
force the students ideas reinforce the students ideas students ideas, but ambiguous, and may be unrelated to any idea(s) that
n an effective way. A in a logical and clear way. occasionally may lack inappropriate. The may be present.
rong connection to the A clear connection to the consistency. A connection to the students
students ideas is students ideas is straightforward connection to ideas is vague and/or
maintained. maintained. the students ideas is unclear.
maintained.
RESPONSE:
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Part II: Reading Comprehension
On the desk at the front of the room you will find one set of Reading Comprehension questions. The questions are based
on a Shakespearean play. Please pick the reading and questions up and answer the questions on the answer sheet below.
Feel free to write all over the question and answer sheet. If I see signs of defining vocabulary, knowing what you will be
reading for (highlighting sections in the reading to watch for), eliminating answers, making on-going annotations or
writing down the overall message, I will give you a BONUS MARK.
1. A B C D 9. A B C D
2. A B C D 10. A B C D
3. A B C D 11. A B C D
4. A B C D
5. A B C D
6. A B C D
7. A B C D
8. A B C D
/11 marks